Mr J Robinson
Acting Head of Department
Mr T Glendinning
Miss C Dowling
Teacher of Maths
Mrs S Foot
Teacher of Maths
Miss M Tustian
Assistant Headteacher and Teacher of Maths
The purpose of Study as stated in the National Curriculum for Mathematics key stage 3 and 4, is as follows:-
Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.
The national curriculum aims to ensure that all pupils become fluent in in the fundamentals of mathematics, reason mathematically and can solve problems through the application of their mathematics in a variety of situations.
The programme of study across key stage 3 and 4 can be seen in the tables below. Key stage 4 builds on and develops the skills acquired at key stage 3 and students will be assessed at the end of key stage 4 via the GCSE examination.
As of September 2015 students will commence the programme of study for the new GCSE which will be graded on Levels 1-9, the benchmark students are aiming to achieve is a Level 5.
|Develop fluency Students will be taught to:-|
|Key stage 3||Key stage 4|
|-consolidate their numerical and mathematical capability from key stage 2 and extend their understanding of the number system and place value to include decimals, fractions, powers and roots.||-consolidate numerical and mathematical capability from key stage 3 and extend understanding to include fractional indices.|
|-select and use appropriate calculation strategies to solve increasingly complex problems||-including exact calculations involving multiples of π and surds, use of standard form and application and interpretation of limits of accuracy.|
|-use algebra to generalise the structure of arithmetic, including to formulate mathematical relationships||-use algebra to generalise the structure of arithmetic, including to formulate mathematical relationships|
|-substitute values in expressions, rearrange and simplify expressions, and solve equations||-include quadratic equations, simultaneous equations and inequalities|
|-move freely between different numerical, algebraic, graphical and diagrammatic representations -develop algebraic and graphical fluency, including understanding linear and simple quadratic equations||-including linear, quadratic, reciprocal, exponential and trigonometric functions.|
|-use language and properties precisely to analyse numbers, algebraic expressions, 2-D and 3-D shapes, probability and statistics.||-use mathematical language and properties precisely.|
|Reason Mathematically Students will be taught to:-|
|Kay Stage 3||Kay Stage 4|
|-extend their understanding of the number system; make connections between number relationships, and their algebraic and graphical representations|
|-extend and formalise their knowledge of ratio and proportion in working with measures and geometry, and in formulating proportional relations algebraically||-including trigonometric ratios, in working with measure and geometry, and in working with proportional relations algebraically ad graphically|
|-identify variables and express relations between variables algebraically and graphically||-extend their ability to identify variables and express relations between variables algebraically and graphically|
|-make and test conjectures about patterns and relationships; look for proofs or counter examples||-make and test conjectures about generalisations that underline patterns and relationships; look for proofs or counter-examples; begin to use algebra to support and construct arguments and proofs|
|-begin to reason deductively in geometry, number and algebra, including using geometrical constructions||-reason deductively in geometry, number and algebra, including using geometrical constructions|
|-interpret when the structure of a numerical problem requires additive, multiplicative or proportional reasoning|
|-explore what can and cannot be inferred in statistical and probabilistic settings, and begin to express their arguments formally||-express arguments formally -assess the validity of an argument and the accuracy of a given way of presenting|
|Solve problems Students will be taught to:-|
|Key Stage 3||Key Stage 4|
|-develop mathematical knowledge, in part through solving problems and evaluating the outcomes, including multi-step problems|
|-develop their use of formal mathematical knowledge to interpret and solve problems, including financial mathematics||-extend to financial contexts -make and use connections between different parts of mathematics to solve problems|
|-begin to model situations mathematically and express the results using a range of formal mathematical representations||-model situations mathematically and express the results using a range of formal mathematical representations, reflecting on how their solutions may have been affected by any modelling assumptions|
|-select appropriate concepts, methods and techniques to apply to unfamiliar and non-routine problems||-interpret their solution in the context of the given problem|
In addition the Mathematics Department participate in the Cipher Challenge, the UKMT Junior and Intermediate Challenge and the World Education Games.
We offer support to students through a dedicated support club which is available to students to get help with homework or to extend their Mathematical abilities.
The Mathematics Department also run a chess club which is proving very popular and would welcome the donation of chess boards and pieces to meet the demands of students.
During Year 8, Set 1 students participate in the Ewleme Mathematics Challenge, a live challenge which involves using and understanding the Mathematics which is involved in managing a farm.